Purpose <p>Autistic individuals experience substantial inequities in healthcare access and outcomes, partly due to limited autism knowledge and training among healthcare professionals (HCPs). This systematic review aims to identify and critically analyze empirical evaluations of autism focused digitally delivered professional education (DDPE) programs for HCPs.</p> Methods <p>A literature search yielded 1,068 unique articles, of which 80 were assessed for eligibility via full text review. Twenty-three studies (including ten identified through a forward-citation search of eligible articles) met inclusion criteria.</p> Results <p>Curricula and methods of program delivery varied considerably across studies. Despite this heterogeneity, DDPE programs generally enhanced autism knowledge and self-efficacy among HCPs and were perceived as acceptable and feasible. Findings concerning practice behavior change were mixed but suggested that DDPE may increase autism screening rates and enhance HCPs’ abilities toreliably administer autism diagnostic evaluations.</p> Conclusion <p>Whilst DDPE may represent an effective and socially valid means of delivering autism focused training to the health workforce, more research is needed to determine which program characteristics (e.g., delivery modality, dose, learning features) influence these outcomes. This would be strengthened via employing experimental designs and validated outcome measures. Additionally, there is a need to develop and evaluate DDPE programs which relate to promoting health among Autistic adolescents and adults (including ethnic minorities) and aim to upskill HCPs working in specialist (i.e., psychiatry, acute care) settings. Partnering with Autistic individuals to co-produce DDPE curricula may enhance program relevance, and thereby effectiveness in promoting equitable healthcare access and outcomes among this underserved group.</p>